Name:
Tracy Efaw's Research Mini Module on Controversial Issues
Grade and Subject:
8th Grade Advanced Content Language Arts
The lesson topic is an introduction to making claims and counterclaims and using supporting text evidence in preparation for an argument essay/debate. This mini-module is a portion of a much larger unit of Research on Controversial Issues. This will be an asynchronous online activity to be done in the context of a face-to-face classroom (since that is my current situation). Students will work on this assignment independently from home, as a supplement to the activities we will be doing in class.
CCGPS:
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Objective:
Students will differentiate claims from counterclaims, using reasons and text evidence in both cases
Students will create their own claims, supported with details from the research they have conducted. They will also predict counterclaims to the claims they have designed.
Learning Resources and Instructions:
1. You will be developing your own set of claims, and you will be predicting the counterclaims for the research you have completed on the controversial issue of your choice. You will also have to support the claims you make by providing evidence from your research. Before you do that, you will explore what claims and counterclaims are, and how they are used in authentic, real life situations. You will also learn how to support your claims using evidence from the text.
2. Listen to the following video. The video teaches students about developing claims and counterclaims to argue verbally. It is a good video to understand claims and counterclaims, regardless of the medium (reading, writing, oral) in which you encounter them.
5. Develop your own set 3-4 claims and counterclaims along with text evidence and record these on the handout attached.
Assessment:
Complete the attached handout entitled “Claims, Counterclaims, and Supporting Text Evidence.” You will be graded based on the following criteria:
Your claims are related to your research.
5
You have sound text evidence from a credible source.
10
Your text evidence connects and supports your claim
10
You have accurately predicted counterclaims
10
Your spelling and grammar is flawless
5
Total Points
40
This handout is assessing your ability
to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
To create claims based on the research you have completed.
Good Luck!! J
Name: Joy Rosser's Mini-Module
Grade and Subject: Kindergarten Math
CCGPS: Standard I: Counting and Cardinality- Know number names and the count sequence. MCC.K.CC.1. Count to 100 by ones and by tens. It is important to note that this standard starts during the first 9 weeks of school is assessed throughout the year.
LEARNING OBJECTIVE: Using a 100’s chart with missing numbers the student will be able to predict the next number in the sequence with at least 90% accuracy.
Use the 100’s Chart to practice choosing the next number. Make sure to begin on level one the first time. On level one you are given two choices. See if you can choose the correct number. If you are wrong the number will bounce out. Good luck! http://www.abcya.com/one_hundred_number_chart_game.htm
How did you do? If this was hard you may want to listen to the song again and sing-a-long. Try the activity again and see if singing the song helps you this time. http://www.abcya.com/one_hundred_number_chart_game.htm
If you did well you are ready to move on to the Level 2, which is more challenging. You are still given choices, but this time you see the entire 100’s chart. Are you ready? Let’s begin http://www.abcya.com/one_hundred_number_chart_game.htm
With your supporting adult practice counting to 100 by 1’s with Mia the Magician (follow the link and then scroll to the bottom of the page and open the PDF) ..\mia-counting-to-100.pdf . After counting by 1’s practice counting by 10’s. See if you can find the column on the 100’s chart that helps us count by 10’s. After you find the column say the numbers in order “10, 20, 30….” All the way to 100. It is important that you can count to 100 by 1’s and 10’s.
This is the last practice activity before you begin your assessment this week. If you do not feel comfortable after this final activity I strongly recommend that you go back and review the previous activities from this week’s module. The supporting adult will help you decide if you are ready to take the assessment. Use the interactive 100’s chart and see if you can predict the next number http://www.softschools.com/math/hundreds_chart/missing_numbers_game/
Student Assessment:
Using the 100’s Chart with missing numbers predict the next number is the sequence. Mini-Module Assessment.doc Submit your answers through the assignments folder.
*In case you have trouble assessing the music videos I have saved them for below. Have fun!
I Can Count to 100 Video by Mark D. Pencil
Counting by 10's Song
Mini Module – Cassandra Crawford
Kindergarten Math
CCGPS Standard 1 – (K.CC.3) Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Learning Objective: Kindergarten students will be able to predict what number comes next with 90% accuracy by using the video as a prompt if necessary.
Learning Resources and Instructions: We will learn how to count to 20.
CCGPS
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant, descriptive details, and well-structured event sequences.
Learning Objectives:
The students will identify the essential elements that should be included in a narrative.
The students will develop their narrative writing using dialogue, description, and reflection.
Learning Resources and Instructions:
Watch the following video to review important information about the elements of plot. Also, read pages 142-145, Reader’s Journey, and work through the exercises.
http://www.youtube.com/watch?v=o37LgG3-oQs&feature=BFa&list=PLC024000AE7C43170
2. Read the short story “Raymond’s Run” by Toni Cade Bambara. Click on the following link for the story: http://mhscommunications.wikispaces.com/file/view/raymond%27s+run+text.pdf
3. Identify each of the elements from the story by creating a plot diagram and recording the information on the graphic organizer.
4. Go back to the story and review how dialogue is used in the story. Write a one paragraph explanation of how the use of dialogue moved the story along. Share your paragraph with 2 other people in your group. Respond to their paragraphs with a voice thread.
5. Go back into the story to analyze how the writer used description to “show not tell”. Underline or highlight examples on your story.
6. Now you are ready to create a Narrative paragraph. Think of a sporting event in which you or a family member participated. Focus in on one event of the story by writing a paragraph using dialogue and description.
Assessment
Follow the rubric to be successful on the paragraph.
Good luck!
Name: June Vance’s Mini Module
Grade and Subject: 7th Grade ESOL/Social Studies
Economic Understandings SS7E1 The student will analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce.
LEARNING OBJECTIVES:
Students will compare and contrast different types of economic systems (Traditional, Command, Market, and Mixed)
Students will compare and contrast the strengths and weaknesses of each type of economic systems, presenting at least two strengths and weaknesses of each.
LEARNING RESOURCES AND INSTRUCTIONS: 1. You will create a presentation (Power point or Prezi) on economic systems. You need to explain each system in terms of what/how/for whom to produce, supporting your presentation with examples. You also need to compare and contrast the advantages (strengths) and disadvantages (weaknesses) of them. At the end of your presentation, evaluate which is the best economic system, supporting your opinion. Before creating your presentation, you need to know and understand the concepts about economic systems. 2. Watch a presentation about economic systems. It will help you to understand this subject: http://www.slideshare.net/ansley22/economic-systems-5586142 3. You have additional resources to access more detailed information about economic systems. Watch both presentations below: http://www.schooltube.com/video/9f663617756a7186021a/Economic%20Systems http://www.youtube.com/watch?v=eIzkUrXWhCo&feature=related 4. Practice the concepts you have learned from both sources, using the following link: http://flashcards.engrade.com/economicsystemsquiz7thgr 5.Now it is time for a self-assessment to make sure you mastered the content. Take the quiz you will find in the link below, and check your answers. If you are not able to answer all the questions correctly, review the presentations, practice the content using the flashcards, and take the quiz again until you master it. http://home.myfairpoint.net/vze84mg2/sitebuildercontent/sitebuilderfiles/ecosystemsquizexamples.htm 6.Now you are ready to create your presentation!
ASSESSMENT: 100 Points Possible Your presentation will be graded according to the following:
All content throughout the presentation is accurate; the author included weaknesses/strengths of each economic system - 20 points
The presentation is creative and easy to follow - 20 points
The presentation is long enough to cover the content adequately - 20 points
Presentation has no misspellings or grammatical errors - 20 points
Presentation has a conclusion, showing the author’s opinion about the best economic system, with convincing arguments - 20 points
Name: Amanda Gilbert
Grade and Subject: 2nd Grade Social Studies
*This will be an asynchronous online activity to be done in a face-to-face classroom. The students can work on this activity independently at home if needed due to absence or any other reason.
Standard:
SS2H2: The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
Learning Objective:
The student will create their own voice thread presentation with photographs showing Georgia Creek and Cherokee cultures of the past and will compare and contrast these cultures to Georgians today.
Learning Resources and Instructions:
View the following resources and gather information about Creeks and Cherokees using graphic organizers: (*Please click on the links for the graphic organizers and print out to use for the activities. You will give these to me when you have completed the assignments.)
Student Assessment:The student will be graded on the PowerPoint and Voice Thread presentation using a rubric. Rubric
The student will turn in the completed graphic organizers and will be checked for completion.
Name: Leslie Maples’ Mini Module
Grade and Subject: 5th grade Math
CCGPS:Perform Operations with multi-digit whole numbers* Fluently multiply multi-digit whole numbers using the standard algorithm
Find whole-number quotients of whole numbers with up to four digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models
Objective:The student will be able to explain how to multiply a multi-digit whole number using the standard algorithm or other method.
Learning Resources and Instructions:1. Go to SpeedMath at http://education.jlab.org/smmult/index.html to practice multiplication and division mental math.
2. Go to Arithmetic Workshop at http://www.iknowthat.com/com/L3?Area=EarlyMathWorkbench to use models to solve a 2-digit or higher multiplication problem.
3. Post 4 examples of your work from Arithmetic Workshop
4. Watch the following 3 videos to see different ways to solve the same types of problems. These videos will also help you see how others explain their work to an audience.
5. Solve the following problems all three ways and post on Blackboard. * 45 x 62 =
375 x 72 =
469 x 28=
537 x 293=
Student Assessments:Create a narrated PowerPoint that explains how to solve the problem 675 x 42 = ? You may use any 3 of the methods to show your work. See Rubric
Instructional Objective: The students will identify characteristics of maps, locate and identify continents and oceans and identify various landforms. Georgia State Standards addressed: SS1G2- Identify location. The student will identify and locate his city, county, nation, and continent on a map or globe. SS1G3- Topographical features. The student will locate major topographic features of the earth’s surface SS1G3a- Locate all of the continents. North America, South America, Africa, Europe, Asia, Antarctica and Australia. SS1G3b- Locate major oceans. Arctic, Atlantic, Pacific, and Indian oceans. SS1G3c- Identify and describe landforms. Mountain, desert, valley, plains, plateaus, and coast. Georgia Core Curriculum Speaking and Listening Standards K-5
Assessments: Assessments include ongoing daily assessments plus final project. Students will earn total of 100 points.
Quiz on landforms- 20pts
Buried treasure activity page on directions-15pts
Wordle design- 5 vocabulary words-15pts
Poster of a landforms 25pts
*Neighborhood map construction showing 3-5 important places in a neighborhood. 25 pts
Exceeds standard-90-100 pts Meets standard-80-90pts Working toward standards- 70-80pts *Final Project: 25pts as follows
10 points: Students actively participated in class discussions; used online resources wisely; created highly attractive maps that correctly include all seven criteria; correctly labeled each item
9 points: Students participated in class discussions; used online resources to some degree; created presentable maps that correctly included four criteria; correctly labeled most items correctly
6points: Students did not participate in class discussions; were unable to use resource materials without guidance; created presentable maps that correctly included two criteria; did not label places on the map
Instructor: Wendy Goldberg
Grade & Subject: 3rd Grade Economics- Module 3
GPSSS3E3.a. The student will describe the interdependence of consumers and producers of goods and services.
Learning Objective: Describe how consumers and producers interact with goods and services.
Learning Resources and Instructions:
Visit BrainPop Jr. and watch Annie and Moby’s movie about goods and services and producers and consumers.
Play this economics game to help learn the about the relationship between goods, services, consumers, and producers.
Create 3 sequencing chains showing the relationship between goods, services, consumers, and producers. Use this document to complete assignment. Your assignment will be graded using a rubric. Please refer to the ‘assessment’ section to find your rubric.
Dr. Jo Williamson ITEC-7480 Introduction to Online Learning Mini Module Six Hours Title: Engineering Bridges Design Instructor: Mr. Faheem Sabree Rasool I. Required Textbooks or Learning materials: Student must go to website: * http://bridgecontest.usma.edu/download.htm *and down load the software, West Point Bridge builder software current version 2012 to your computer or flash drive. The software is free. There is not textbook you need to purchase for the course. The textbook is by Brusic, S. A. Fales, F. James, Kuetememeyer V. F. Technology, Today and Tomorrow. Glencoe, McGraw Hill, (1999). Books can be purchased from most any online source, such as www.Alibris.com or www.borders.com. You may go to the nearest Hobby Lobby and purchase a bundle(50pcs) of Basswood sticks 1/8 “x1/8” x 36” , a cutting knife, Cut rite wax paper and wood, or clear fasting glue for assembly of the bridge. This is the hands-on portion of the course. You will bring your completed bridge to a satellite school (Campbell High School) to be tested with the other online students at the end of the course and finals week. http://youtube/ugJBKam6yjQ
II. Forms of communications – The communications strategy in which you will correspond is as follows: Office hours: I am available on campus/site Tuesdays from 8 a.m. to 11a.m. and online by appointment. Please call (770)-231-1222 to schedule an appointment.
E-Mail: My Email address: Faheem.Rasool@cobbk12.org I will respond within 24 hours M-F and 48 hours on weekends. For anything of an urgent matter follow-up with a phone call to the above number. Questions and answer Discussion forum. Always check the questions and answer forum for students in the class to post your questions and look for responses to your questions from your peers and Mr. Rasool, your instructor before using any other communications methods. We will be using Synchronous communications for the first class on July 13, 2012 from 8:00 a.m. to 11:00 a.m. I will have posted in “Meet the Teacher” site in the LMS system my Biographical Sketch of myself for you to read prior to our above dated meeting and I want you to post in the “Meet the Teacher” site a brief information about yourself to include your name, hometown, why did you take bridge building class?, hobbies, what is the one thing you want to contribute to this class? III. Course/Unit Description: This course will introduce you to the fundamentals of Civil Engineering and bridge construction. You will have the opportunity to learn about bridge building fundamentals, with an introduction to the various styles of bridges, such as a Truss Bridge, Arch Bridge, or a Suspension bridge. These bridges will have a through or Deck Truss. You will also learn about the inventors of these bridges, and parts of a bridge and construction of the bridge using the Bridge building software on your computer or iPad. You will also learn about the field of Civil Engineering to include an educational requirement, employment and the job outlook.
Course Lessons: Select a lesson from the list below Title: _Start Date Week 01: 06/04 to 09/10 Introduction to Engineering 06/04 Read Chapter 1 & 2 Create a Voice Thread discussion of your readings 5-10 minutes time limit. Team one: chapter 1; Sam, Tracy, Wendy, Molly, and Joy. Team 2: Chapter 2. Dawson, Kristen, Cassandra, Mimi, and Carol. Post by midnight Sunday 09/10. Week 02: 06/11 to 06/17 Civil Engineering 06/11 Post comments on other teams paper in the discussion board. Read chapter 17 & 18 Create a Voice Thread discussion of your readings 5-10 minutes time limit. Team one: chapter 1; Sam, Tracy, Wendy, Molly, and Joy. Team 2: Chapter 2. Dawson, Kristen, Cassandra, Mimi, and Carol. Post by midnight Sunday 09/17. Week 03: 06/18 to 06/24 Bridge Building 06/18 Study the overview of the Bridge Design Window title bar, become familiar with the function of each part of the window design, and look at different types of bridges. Post your 2-4 page report on the chapters in the previous week 2 assignment. Use the current APA format. In the LMS system in the drop box assignment load.
Week 04: 06/25 to 07/01/Bridge Building 06/25 The problem: You are a Civil Engineer working with the Department of Transportation. You have been assigned a task of designing a Truss Bridge to carry a two lane highway across a river valley. Design Objective: Begin to design your bridge online using the software experiment with different designs. The bridge must be built less expensive as possible. Bridge Configuration: (a). The bridge must be at least 24 meters distance from the high water level of the river. (b.) To provide clearance from the above power lines the bridge can only be 32.5 meters above the high water level. (8.5) above the top of the river banks. Comment on four other classmates’ reports in the discussion forum. Week05: 07/02 to 07/08 Bridge Construction 07/01 Using the software, Bridge builder, construct a bridge using Beams, Arches, Truss, Cantilever and Suspension, bridges. You must choose two of the above types and construct it virtually using the software. Bridge Configuration continued: c. The bridge substructure may consist of standard abutment s (standard support) or an arch abutment (arch supports). d. Each main truss can only have 50 joints and no more than 150 joints. e. The bridge will have a flat, reinforced concrete deck. Once the desired bridge is drawn in the software window, and it passes the stress test, on the virtual truck tool, you print out your design on regular paper (8.5 x 11”) and draw it to scale, on a drafting paper 8 .5 x 17” paper. You must have the top view and the side view and a front view as depicted in the software. Communicate with your classmates in the discussion Forums on the following topics: What was your design? Why did you choose this design? What were some of the technical issues that you confronted in your design? Comment on other classmates designs and respond by July 5, 2012. Week 06: 07-09 to 07/15 Bridge Construction: 07/08 This week, you want to begin your bridge construction using the basswood sticks. You must first take measurement of every piece of joints drawn on paper and add them all together, then, divide them by the length of the Basswood sticks. This will tell you how many long sticks you will need to build the bridge. For all views, double the total number. For example; if you’re total length of joints for the side view is 100’ (ft.) x 2 = 200 ft. Then, divided by the length of the single Basswood stick uncut, (24 “(in.) = 8.33 sticks. This is how you determine how many sticks are needed to build one bridge. Do the same for the top view because, one of the views on top will be the roadbed. Once the views are calculated, take a sheet of waxed paper and cover the drawing completely. And completely glue together all the beams using small amounts of glue in the joints only. (See picture) Once this is completed, take the pins out of the dried bridge, take a picture of your project and post it in the LMS along with your final report on your project. Take the posted final exam online. Bring your bridge to the Engineering Technology classroom at Campbell high School for the bridge test July 13, 2012. IV. Learning Outcomes: After completion of this online course each student will be familiar with the design process; define the problem; Develop solutions; Analyze and compare solutions; Select the best alternative solution; Implement the solution; and evaluate the results. To provide a realistic hands-on experience that will help you to understand how Civil engineers design structures by using the virtual software and actual building of the bridge in your home. To demonstrate how engineers use the computer as a tool to improve the effectiveness and the efficiency of the bridge design process. To provide a tool for visualization- structural behavior- a tool that will help you understands how structures work. To Successfully test the bridge at the end of the course to see how much force can be applied to the structure before breakage occurs. National Educational Technology Standards for Students (NET.S). Taken from Cavanaugh C. & Blomeyer, R. What Works in k-12 Online Learning, (2007) International Society for Technology in Education. Pp.193-194 Appendix B. 1. “Students demonstrate creative thinking; construct knowledge, and innovative products and processes using technology.” 2. “Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.” 3. Students apply digital tools, to gather, evaluate, and use information. 4. “Students use critical thinking skills to plan, and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.” 5. “Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.” 6. “Students demonstrate a sound understanding of technology concepts, systems, and operations.”
References Cavanaugh Cathy, Blomeyer, Robert, What Works inK-12 Online Learning,(2007) International Society of Technology in Education.
Name:
Bailey Dawson’s Mini Module on Climate Control
Grade and Subject:8th Grade Earth Science
This lesson has students consider how various parts of the world and the United States are affected by climate controls such as world air currents. They will read about climate controls and will create maps showing how these controls affect the climate in various places around the country.
CCGPS:Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface".
Learning Objective:
Students will
Read and discuss the Climate Controls section of the Creative Climates activity;
Use outline maps to label areas that might be affected by climate controls; and
Create maps of specific places in the United States and write captions to show how each of these places might be affected by climate controls.
Learning Resources and Instructions:
1. Students will read the Climate Controls section of the Creative Climates activity, and post one paragraph class discussion on the different types of climate controls that are mentioned, using a world wall map as a reference.
2. Use this blank world outline map. Refer to the video clip of world air currents in the Family Xpeditions Xtras section of Creative Climates, and a physical world map (available at MapMachine). Mark areas on the outline map that you think might be affected by the climate controls you have read about (except for latitude, which is the obvious one). Post your maps in the “Assignments” section of the course.
3. After you have had a chance to label some places on their own, post a discussion about what you’ve done and how following places in the United States are affected by climate controls: coastal California, California and Nevada deserts, the Rocky Mountains (and other mountain ranges). Students are required to respond to a least three of their peers.
Student Assessment:
Write captions to go with their maps describing the factors that control the climate in each place they have labeled. Then research one or two of these places to find out about the effects of the climate controls on vegetation, animals species, and human life in these areas.
Tracy Efaw's Research Mini Module on Controversial Issues
8th Grade Advanced Content Language Arts
The lesson topic is an introduction to making claims and counterclaims and using supporting text evidence in preparation for an argument essay/debate. This mini-module is a portion of a much larger unit of Research on Controversial Issues. This will be an asynchronous online activity to be done in the context of a face-to-face classroom (since that is my current situation). Students will work on this assignment independently from home, as a supplement to the activities we will be doing in class.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
1. You will be developing your own set of claims, and you will be predicting the counterclaims for the research you have completed on the controversial issue of your choice. You will also have to support the claims you make by providing evidence from your research. Before you do that, you will explore what claims and counterclaims are, and how they are used in authentic, real life situations. You will also learn how to support your claims using evidence from the text.
2. Listen to the following video. The video teaches students about developing claims and counterclaims to argue verbally. It is a good video to understand claims and counterclaims, regardless of the medium (reading, writing, oral) in which you encounter them.
3. Read pages 1-4 on claims and counterclaims. Note the examples of each of these in the writing samples given. http://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf
4. Review the following tutorial about claims and counterclaims:
5. Develop your own set 3-4 claims and counterclaims along with text evidence and record these on the handout attached.
Complete the attached handout entitled “Claims, Counterclaims, and Supporting Text Evidence.” You will be graded based on the following criteria:
Good Luck!!
J
MCC.K.CC.1. Count to 100 by ones and by tens.
It is important to note that this standard starts during the first 9 weeks of school is assessed throughout the year.
- Review how we count to 100 by 1’s by watching I can Count to 100 by our friend Mark D. Pencil at http://youtu.be/v9-pEVaO4pM. Did you enjoy the song? I hope so. Now let’s count by 10’s. www.youtube.com/watch?v=uYRTtwZGwj8
- Use the 100’s Chart to practice choosing the next number. Make sure to begin on level one the first time. On level one you are given two choices. See if you can choose the correct number. If you are wrong the number will bounce out. Good luck! http://www.abcya.com/one_hundred_number_chart_game.htm
- How did you do? If this was hard you may want to listen to the song again and sing-a-long. Try the activity again and see if singing the song helps you this time. http://www.abcya.com/one_hundred_number_chart_game.htm
- If you did well you are ready to move on to the Level 2, which is more challenging. You are still given choices, but this time you see the entire 100’s chart. Are you ready? Let’s begin http://www.abcya.com/one_hundred_number_chart_game.htm
- With your supporting adult practice counting to 100 by 1’s with Mia the Magician (follow the link and then scroll to the bottom of the page and open the PDF) ..\mia-counting-to-100.pdf . After counting by 1’s practice counting by 10’s. See if you can find the column on the 100’s chart that helps us count by 10’s. After you find the column say the numbers in order “10, 20, 30….” All the way to 100. It is important that you can count to 100 by 1’s and 10’s.
- Help Bill the caterpillar fix the hundreds chart by filling in the correct missing number http://www.bbc.co.uk/schools/numbertime/games/mend.shtml
This is the last practice activity before you begin your assessment this week. If you do not feel comfortable after this final activity I strongly recommend that you go back and review the previous activities from this week’s module. The supporting adult will help you decide if you are ready to take the assessment. Use the interactive 100’s chart and see if you can predict the next number http://www.softschools.com/math/hundreds_chart/missing_numbers_game/Using the 100’s Chart with missing numbers predict the next number is the sequence. Mini-Module Assessment.doc Submit your answers through the assignments folder.
*In case you have trouble assessing the music videos I have saved them for below. Have fun!
I Can Count to 100 Video by Mark D. Pencil
Counting by 10's Song
We will learn how to count to 20.
- Watch the following videos.
- Watch these videos as many times as you want too.
Numbers Help Me Count & Count to 20https://docs.google.com/file/d/0B_fisb64JR1kMzNETGE4UHIzams/edit
- Play these games to help you count to twenty
- These games will help you to PREDICT or GUESS what number comes next. For the ABCYA game: Please put the numbers in the correct order.
- The last game is a bit challenging. You will be able to access some really cool games after you reach a certain level.
http://www.abcya.com/numerical_order.htmhttp://www.kidsmathgamesonline.com/counting/interactivecounting.html
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant, descriptive details, and well-structured event sequences.
- Watch the following video to review important information about the elements of plot. Also, read pages 142-145, Reader’s Journey, and work through the exercises.
http://www.youtube.com/watch?v=o37LgG3-oQs&feature=BFa&list=PLC024000AE7C431702. Read the short story “Raymond’s Run” by Toni Cade Bambara. Click on the following link for the story:
http://mhscommunications.wikispaces.com/file/view/raymond%27s+run+text.pdf
3. Identify each of the elements from the story by creating a plot diagram and recording the information on the graphic organizer.
4. Go back to the story and review how dialogue is used in the story. Write a one paragraph explanation of how the use of dialogue moved the story along. Share your paragraph with 2 other people in your group. Respond to their paragraphs with a voice thread.
5. Go back into the story to analyze how the writer used description to “show not tell”. Underline or highlight examples on your story.
6. Now you are ready to create a Narrative paragraph. Think of a sporting event in which you or a family member participated. Focus in on one event of the story by writing a paragraph using dialogue and description.
Follow the rubric to be successful on the paragraph.
Good luck!
SS7E1 The student will analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce.
1. You will create a presentation (Power point or Prezi) on economic systems. You need to explain each system in terms of what/how/for whom to produce, supporting your presentation with examples. You also need to
compare and contrast the advantages (strengths) and disadvantages (weaknesses) of them. At the end of your presentation, evaluate which is the best economic system, supporting your opinion. Before creating your
presentation, you need to know and understand the concepts about economic systems.
2. Watch a presentation about economic systems. It will help you to understand this subject: http://www.slideshare.net/ansley22/economic-systems-5586142
3. You have additional resources to access more detailed information about economic systems. Watch both presentations below: http://www.schooltube.com/video/9f663617756a7186021a/Economic%20Systems
http://www.youtube.com/watch?v=eIzkUrXWhCo&feature=related
4. Practice the concepts you have learned from both sources, using the following link:
http://flashcards.engrade.com/economicsystemsquiz7thgr
5.Now it is time for a self-assessment to make sure you mastered the content. Take the quiz you will find in the link below, and check your answers. If you are not able to answer all the questions correctly, review the
presentations, practice the content using the flashcards, and take the quiz again until you master it.
http://home.myfairpoint.net/vze84mg2/sitebuildercontent/sitebuilderfiles/ecosystemsquizexamples.htm
6.Now you are ready to create your presentation!
Your presentation will be graded according to the following:
*This will be an asynchronous online activity to be done in a face-to-face classroom. The students can work on this activity independently at home if needed due to absence or any other reason.
SS2H2: The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
The student will create their own voice thread presentation with photographs showing Georgia Creek and Cherokee cultures of the past and will compare and contrast these cultures to Georgians today.
- View the following resources and gather information about Creeks and Cherokees using graphic organizers: (*Please click on the links for the graphic organizers and print out to use for the activities. You will give these to me when you have completed the assignments.)
http://www.bigorrin.org/cherokee_kids.htmhttp://www.bigorrin.org/creek_kids.htm
http://www.georgiatribeofeasterncherokee.com/Sequoyah.htm
http://www.learner.org/interactives/historymap/indians6.html
http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php?page=information/regions
2. While you are reading, record information on a T-chart giving 5-10 facts about Creeks and Cherokees.
(*Some questions to think about: Where did they live? How did they use their local resources? What roles did the men and women have? ) Click here T-chart
3. Using the information from the T-chart, compare and contrast the Creeks and Cherokees using a Venn diagram. Click here Venn Diagram
4. Using another Venn diagram, compare and contrast Georgians today from the Creek and Cherokee cultures of the past. (*Think about homes, work, clothes, tools, etc.) Click here Venn Diagram
5. Using the information from your graphic organizers, create a PowerPoint presentation sharing about the Georgia Creek and Cherokee cultures. Go to http://voicethread.com/ to load your presentation. Be sure to follow the rubric for the PowerPoint and Voice Thread presentation. Click here Rubric
The student will turn in the completed graphic organizers and will be checked for completion.
Leslie Maples’ Mini Module
5th grade Math
2. Go to Arithmetic Workshop at http://www.iknowthat.com/com/L3?Area=EarlyMathWorkbench to use models to solve a 2-digit or higher multiplication problem.
3. Post 4 examples of your work from Arithmetic Workshop
4. Watch the following 3 videos to see different ways to solve the same types of problems. These videos will also help you see how others explain their work to an audience.
5. Solve the following problems all three ways and post on Blackboard. * 45 x 62 =
Express Link to Whitney Prather's Mini-Module:
https://pratherpractice.wikispaces.com/7480+Mini+Module
The students will identify characteristics of maps, locate and identify continents and oceans and identify various landforms.
Georgia State Standards addressed:
SS1G2- Identify location. The student will identify and locate his city, county, nation, and continent on a map or globe.
SS1G3- Topographical features. The student will locate major topographic features of the earth’s surface
SS1G3a- Locate all of the continents. North America, South America, Africa, Europe, Asia, Antarctica and Australia.
SS1G3b- Locate major oceans. Arctic, Atlantic, Pacific, and Indian oceans.
SS1G3c- Identify and describe landforms. Mountain, desert, valley, plains, plateaus, and coast.
Georgia Core Curriculum Speaking and Listening Standards K-5
1.Listen to story- “There’s a Map on My Lap by Dr. Suess
http://www.youtube.com/watch?v=NazvXwWumaQ&feature=related
Make a list of locations heard in the story that you can find on a map. Construct a wordle design at Wordle.com for vocabulary.
2. Locate and match names of oceans and continents. Play the matching game at:
http://www.cookie.com/kids/games/continents.html
3. View video Reading Maps: http://www.brainpopjr.com/socialstudies/geography/readingmaps/
Find the path for buried treasure. Print the activity page and complete. Turn in to the teacher.
4. View video: http://www.brainpopjr.com/socialstudies/geography/landforms/
Play a game- match the landforms.
http://www.brainpopjr.com/socialstudies/geography/landforms/matching/
Print activity page. Write a poem about a mountain.
Take a quiz on landforms : http://www.brainpopjr.com/socialstudies/geography/landforms/easyquiz/
Turn it in
5. Prepare a poster using www. Glogster.com with your group on a landform.
Write a sentence to describe the landform. Share with the class
10pts
6. View video on important places found on maps. Use Neighborhood Map Maker to create a map showing three important places in your neighborhood.
http://www.teachertube.com/viewVideo.php?video_id=64916&title=Important_places_in_our_community
Assessments include ongoing daily assessments plus final project.
Students will earn total of 100 points.
- Quiz on landforms- 20pts
- Buried treasure activity page on directions-15pts
- Wordle design- 5 vocabulary words-15pts
- Poster of a landforms 25pts
- *Neighborhood map construction showing 3-5 important places in a neighborhood. 25 pts
Exceeds standard-90-100 ptsMeets standard-80-90pts
Working toward standards- 70-80pts
*Final Project: 25pts as follows
Wendy Goldberg
3rd Grade Economics- Module 3
Describe how consumers and producers interact with goods and services.
- Quiz
- Sequencing Chains Rubric
#ITEC-7480 Introduction to Online Learning
Mini Module Six Hours
Title: Engineering Bridges Design
Instructor: Mr. Faheem Sabree Rasool
I. Required Textbooks or Learning materials:
Student must go to website: *
http://bridgecontest.usma.edu/download.htm
*and down load the software, West Point Bridge builder software current version 2012 to your computer or flash drive. The software is free. There is not textbook you need to purchase for the course. The textbook is by Brusic, S. A. Fales, F. James, Kuetememeyer V. F. Technology, Today and Tomorrow. Glencoe, McGraw Hill, (1999). Books can be purchased from most any online source, such as www.Alibris.com or www.borders.com. You may go to the nearest Hobby Lobby and purchase a bundle(50pcs) of Basswood sticks 1/8 “x1/8” x 36” , a cutting knife, Cut rite wax paper and wood, or clear fasting glue for assembly of the bridge. This is the hands-on portion of the course. You will bring your completed bridge to a satellite school (Campbell High School) to be tested with the other online students at the end of the course and finals week.
http://youtube/ugJBKam6yjQ
II. Forms of communications –
The communications strategy in which you will correspond is as follows:
Office hours: I am available on campus/site Tuesdays from 8 a.m. to 11a.m. and online by appointment. Please call (770)-231-1222 to schedule an appointment.
E-Mail: My Email address: Faheem.Rasool@cobbk12.org I will respond within 24 hours M-F and 48 hours on weekends. For anything of an urgent matter follow-up with a phone call to the above number.
Questions and answer Discussion forum. Always check the questions and answer forum for students in the class to post your questions and look for responses to your questions from your peers and Mr. Rasool, your instructor before using any other communications methods. We will be using Synchronous communications for the first class on July 13, 2012 from 8:00 a.m. to 11:00 a.m. I will have posted in “Meet the Teacher” site in the LMS system my Biographical Sketch of myself for you to read prior to our above dated meeting and I want you to post in the “Meet the Teacher” site a brief information about yourself to include your name, hometown, why did you take bridge building class?, hobbies, what is the one thing you want to contribute to this class?
III. Course/Unit Description:
This course will introduce you to the fundamentals of Civil Engineering and bridge construction. You will have the opportunity to learn about bridge building fundamentals, with an introduction to the various styles of bridges, such as a Truss Bridge, Arch Bridge, or a Suspension bridge. These bridges will have a through or Deck Truss. You will also learn about the inventors of these bridges, and parts of a bridge and construction of the bridge using the Bridge building software on your computer or iPad. You will also learn about the field of Civil Engineering to include an educational requirement, employment and the job outlook.
Course Lessons:
Select a lesson from the list below
Title: _Start Date
Week 01: 06/04 to 09/10 Introduction to Engineering 06/04
Read Chapter 1 & 2 Create a Voice Thread discussion of your readings 5-10 minutes time limit. Team one: chapter 1; Sam, Tracy, Wendy, Molly, and Joy. Team 2: Chapter 2. Dawson, Kristen, Cassandra, Mimi, and Carol. Post by midnight Sunday 09/10.
Week 02: 06/11 to 06/17 Civil Engineering 06/11
Post comments on other teams paper in the discussion board.
Read chapter 17 & 18 Create a Voice Thread discussion of your readings 5-10 minutes time limit. Team one: chapter 1; Sam, Tracy, Wendy, Molly, and Joy. Team 2: Chapter 2. Dawson, Kristen, Cassandra, Mimi, and Carol. Post by midnight Sunday 09/17.
Week 03: 06/18 to 06/24 Bridge Building 06/18
Study the overview of the Bridge Design Window title bar, become familiar with the function of each part of the window design, and look at different types of bridges.
Post your 2-4 page report on the chapters in the previous week 2 assignment. Use the current APA format. In the LMS system in the drop box assignment load.
Week 04: 06/25 to 07/01/Bridge Building 06/25
The problem:
You are a Civil Engineer working with the Department of Transportation. You have been assigned a task of designing a Truss Bridge to carry a two lane highway across a river valley.
Design Objective: Begin to design your bridge online using the software experiment with different designs. The bridge must be built less expensive as possible.
Bridge Configuration: (a). The bridge must be at least 24 meters distance from the high water level of the river. (b.) To provide clearance from the above power lines the bridge can only be 32.5 meters above the high water level. (8.5) above the top of the river banks.
Comment on four other classmates’ reports in the discussion forum.
Week05: 07/02 to 07/08 Bridge Construction 07/01
Using the software, Bridge builder, construct a bridge using Beams, Arches, Truss, Cantilever and Suspension, bridges. You must choose two of the above types and construct it virtually using the software.
Bridge Configuration continued:
c. The bridge substructure may consist of standard abutment s (standard support) or an arch abutment (arch supports).
d. Each main truss can only have 50 joints and no more than 150 joints.
e. The bridge will have a flat, reinforced concrete deck.
Once the desired bridge is drawn in the software window, and it passes the stress test, on the virtual truck tool, you print out your design on regular paper (8.5 x 11”) and draw it to scale, on a drafting paper 8 .5 x 17” paper. You must have the top view and the side view and a front view as depicted in the software. Communicate with your classmates in the discussion Forums on the following topics: What was your design? Why did you choose this design? What were some of the technical issues that you confronted in your design? Comment on other classmates designs and respond by July 5, 2012.
Week 06: 07-09 to 07/15 Bridge Construction: 07/08
This week, you want to begin your bridge construction using the basswood sticks. You must first take measurement of every piece of joints drawn on paper and add them all together, then, divide them by the length of the Basswood sticks. This will tell you how many long sticks you will need to build the bridge. For all views, double the total number. For example; if you’re total length of joints for the side view is 100’ (ft.) x 2 = 200 ft. Then, divided by the length of the single Basswood stick uncut, (24 “(in.) = 8.33 sticks. This is how you determine how many sticks are needed to build one bridge. Do the same for the top view because, one of the views on top will be the roadbed.
Once the views are calculated, take a sheet of waxed paper and cover the drawing completely. And completely glue together all the beams using small amounts of glue in the joints only. (See picture)
Once this is completed, take the pins out of the dried bridge, take a picture of your project and post it in the LMS along with your final report on your project. Take the posted final exam online. Bring your bridge to the Engineering Technology classroom at Campbell high School for the bridge test July 13, 2012.
IV. Learning Outcomes:
After completion of this online course each student will be familiar with the design process; define the problem; Develop solutions; Analyze and compare solutions; Select the best alternative solution; Implement the solution; and evaluate the results.
To provide a realistic hands-on experience that will help you to understand how Civil engineers design structures by using the virtual software and actual building of the bridge in your home.
To demonstrate how engineers use the computer as a tool to improve the effectiveness and the efficiency of the bridge design process.
To provide a tool for visualization- structural behavior- a tool that will help you understands how structures work.
To Successfully test the bridge at the end of the course to see how much force can be applied to the structure before breakage occurs.
National Educational Technology Standards for Students (NET.S). Taken from Cavanaugh C. & Blomeyer, R. What Works in k-12 Online Learning, (2007) International Society for Technology in Education. Pp.193-194 Appendix B.
1. “Students demonstrate creative thinking; construct knowledge, and innovative products and processes using technology.”
2. “Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.”
3. Students apply digital tools, to gather, evaluate, and use information.
4. “Students use critical thinking skills to plan, and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.”
5. “Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.”
6. “Students demonstrate a sound understanding of technology concepts, systems, and operations.”
References
Cavanaugh Cathy, Blomeyer, Robert, What Works inK-12 Online Learning,(2007) International Society of Technology in Education.
Bailey Dawson’s Mini Module on Climate Control
This lesson has students consider how various parts of the world and the United States are affected by climate controls such as world air currents. They will read about climate controls and will create maps showing how these controls affect the climate in various places around the country.
Students will
1. Students will read the Climate Controls section of the Creative Climates activity, and post one paragraph class discussion on the different types of climate controls that are mentioned, using a world wall map as a reference.
2. Use this blank world outline map. Refer to the video clip of world air currents in the Family Xpeditions Xtras section of Creative Climates, and a physical world map (available at MapMachine). Mark areas on the outline map that you think might be affected by the climate controls you have read about (except for latitude, which is the obvious one). Post your maps in the “Assignments” section of the course.
3. After you have had a chance to label some places on their own, post a discussion about what you’ve done and how following places in the United States are affected by climate controls: coastal California, California and Nevada deserts, the Rocky Mountains (and other mountain ranges). Students are required to respond to a least three of their peers.
Write captions to go with their maps describing the factors that control the climate in each place they have labeled. Then research one or two of these places to find out about the effects of the climate controls on vegetation, animals species, and human life in these areas.